DLL Mathematics 3 Visualizing Dissimilar Fraction.docx

MATHEMATICS

1. I.OBJECTIVES
A.Content Standards Demonstrates understanding of similar and dissimilar fractions.
Visualizing Dissimilar Frations
B.Performance Standards Is able to recognize and represent similar and dissimilar fractions in various forms and contexts.
C.Learning Competencies/Objectives Visualizes and represents dissimilar fractions.
Write the LC Code for each M3NS-IIIc-72.6
II.CONTENT
III.LEARNING RESOURCES
A.References Mathematics 3 Unit 3
1.Teacher’s Guides/Pages 228-232
2.Learner’s Materials Pages 230-234
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources Activity Sheets, Flashcards, and Charts
IV.PROCEDURES
A.Reviewing previous lesson or presenting the
new lesson
1.Prayer
Before we start Angela kindly lead the prayer.
2.Greetings
Good morning Class!
You may now take your seats.
Drill:
Name the fraction represented by the shaded part.
1/2 2/4 3/3 2/8
Review:
GRADE 1 TO 12
DAILY LESSON LOG
SCHOOL Suaco Elementary School GRADE LEVEL Three
TEACHER AVELYN M. MEJIA LEARNING
AREA
Mathematics
TEACHING DATES AND TIME 10:35 – 11:25 QUARTER Third

2. A. Parts of a Fraction
1. What does 1 mean in 1/2? How about the 2 in 2/4? The 3 in 3/3? And 2 in 2/8?
What do we call these numbers written above the fraction bar? NUMERATOR
2. What does 2 mean in 1/2? How about the 4 in 2/4? The 3 in 3/3? And 8 in 2/8?
What do we call these numbers written below the fraction bar? DENOMINATOR
B. Recall the concept of similar fractions.
Present exercises like:
1. 2/5, 3/5, 4/5, ____________________
2. 3/8, 4/8, _____________________, 6/8
3. 1/7, ____________________, 3/7, 4/7
4. 2/6, 3/6, __________________, 5/6
5. 5/9, 6/9, 7/9 ___________________
Ask: What do you noticed with the fraction? Why do you call them similar fraction?
They have the same denominator
3.Motivation:
Group work
1. Divide the class into 3. Group 1 will be “rectangle group”. Group 2 will be “circle group”. Group 3 will be “square
group”.
2. Give each group 3 pieces of cut-outs of the shape of the group is named after.
3. Ask each group to get and fold it into three equal parts. Let them darken the creases. The “rectangle group” will shade
1 part, the “circle group” will shade 2 parts and the “square group” will shade 3 parts.
4. Ask them again to get another shape and fold it into four equal parts. Let them darken the creases. The “rectangle
group” will shade 1 part, the “circle group” will shade 2 parts and the “square group” will shade 3 parts.
5. Ask them to get the last shape, fold the shape into 8 equal parts. Let them darken the creases. The “rectangle group”
will shade 1 part, the “circle group” will shade 2 parts and the “square group” will shade 3 parts.
(NOTE: Give the importance of cooperation while doing the group activity)

3. B.Developmental Activities:
1.Presentation:
Ask each group to post their work on the board.
Rectangle Group Circle Group Square Group
(NOTE: The folding style may vary for rectangle and square)
B.Establishing a purpose for the lesson Ask one pupil to get the picture of 1/8, 2/8 and 3/8 and name the shaded part.
SET A
1/8 3/8 5/8
Ask another pupil to get the picture of 2/3, 3/4

4. SET B
2/3 1/8 3/4
Ask: Into how many equal parts were the shapes in SET A divided? 8
What part of the fraction does it represent? DENOMINATOR
What have you noticed with the denominators? They have the same denominator
What about SET B? What are the denominator? They have different denominator
Are they all the same? NO
Do you know the fraction with the same denominator? SIMILAR FRACTION
How about the fraction in SET B? Do they have the same denominator? What do you call these fractions
that have different denominator? DISSIMILAR FRACTION
Have them give another examples of dissimilar fractions with the different denominator and draw their representation.
C.Presenting examples/instances of the new
lesson
A. Pair Activity
Let the pupils do the activity by pair.
Thumbs up or Thumbs down Game.
1. 1/8, 3/9 4. 5/7, 1/8
2. 4/6, 2/6 5. 6/8, 4/8
3. 8/10, 3/5
D.Discussing new concepts and practicing new
skills #1
Ask : When are the fraction called dissimilar?
When the denominator are different
What part of the fractions are you going to compare?
Denominator
What can you say with their denominators?
The number that is written below the fraction bar are different.

5. E.Discussing new concepts and practicing new
skills #2
When do we say the fraction are dissimilar?
Fractions are dissimilar if they have different denominator
F.Developing mastery
(Leads to formative assessment)
Group Activity
GROUP 1
Directions : Illustrate the pair of fractions. Then write DISSIMILAR if the set is dissimilar and SIMILAR if
these are not dissimilar.
1. 5/8 , 3/6
2. 2/4 , 6/8
3. 3/4 , 2/4
4. 4/5 , 4/6
5. 2/3 , 3/8
GROUP 2
Which fractions will be crossed out to make each set dissimilar fractions a better one.
1. 1/5, 2/4, 1/5, 5/8, 1/6
2. 2/4, 7/8, 7/8, 5/6, 3/9
3. 2/4, 6/8, 5/6, 1/3,2/4
4. 6/8, 5/7, 5/5, 2/8, 5/5
5. 4/8, 9/10, 5/6, 5/6, 1/3
G.Finding practical/applications of concepts
and skills in daily living
Equality and Cooperation
H. Making generalizations and abstractions
about the lesson
Fractions with the same denominators are called similar fractions.
Fractions with different denominators are called dissimilar fractions.
I.. Evaluating Learning
C. Individual Activity
Let the pupils write their answer on their activity sheets. Pupils are to write the fractions and write D on their worksheets if

6. the given sets of fraction are dissimilar fractions.
1. __________________
2. __________________
3. __________________
4. __________________
5. ________________
J.Additional activities for application or
remediation
V.Assignment:
Put a check mark on the blank if the fractions are dissimilar

7. 1. 2/4, 1/4 ________________.
2. 3/7, 1/2 ________________
3. 5/9, 3/5 ________________
4. 8/10, 5/7 _______________
5. 4/6, 7/8 ________________
6. 2/8, 3/8 ________________
7. 2/3, 1/3 ________________
8. 1/4 , 3/6 _______________
9. 6/9, 2/3 _______________
10. 1/7, 5/7 ______________
V.REMARKS 80% of the Learners are able to understand the lesson.
VI.REFLECTION
A.No. of learners who earned 80% of the
formative assessment
B.No. of learners who require additional
activities to remediation
C.Did the remedial lessons work?No. of
learners who have caught up with the lesson
D.No. of ledarners who continue to require
remediation
E.Which of my taching strategies worked well?
Ehy did these work?
F.What difficulties did I encounter which my
principal or supervisor can help me solve?
G.What innovation or localized material did I
use/discover which I wish to sharewith other
teachers?
Prepared by:
AVELYN M. MEJIA
Adviser Noted by:
GRACE MIA G. VALDEZ
Head Teacher I